Behaviors That S£///Challenge Children and Adults

Superheroes
An Opportunity
for Prosocial Play
Desalyn De-Souza and Jacqueline Radell

S u p e r h e r o p l a y has long been thought of as violent, Early educators have grappled with banning superhero
aggressive, and disruptive. Some argue that aggressive play for decades, only to discover that children are strongly
play should not be allowed because it exposes children drawn to it and find ways to engage in it regardless of the
to inappropriate concepts and attitudes and sends the adult-imposed rules (Gronlund 1992; Fonville & Afflerbach
message that the use of aggression can achieve a desired 1995; Bauer & Dettore 1997; Boyd 1997; Levin 2003; Barnes
goal (Carlsson-Paige & Levin 1995; Bauer & Dettore 1997). 2008; Logue & Shelton 2008). The controversy surrounding
However, educators know that pretend play is an avenue superhero play, and aggressive play in general, continues.
for healthy emotional development. Carlsson-Paige and Levin (1995) concluded that a perfect
Pretend play builds children's understanding of emotion, approach to the dilemma does not exist.
which helps them regulate their feelings (Bodrova & Leong Before radio, television, and other forms of media, chil-
2003). Acting out themes and stories in pretend play lets dren created superheroes based on storybook characters
children practice communicating their emotions and leads and their imagination. Time spent by very young children
toward emotional regulation. Teachers can further pro- viewing television and videos has increased dramatically
mote children's social-emotional skills by supporting and from just one generation ago, with 9 months the average
scaffolding pretend play, expanding on children's themes age when young children begin to regularly watch televi-
and roles. Using these strategies, all types of pretend play, sion (Zimmerman 2008). It's time to encourage today's
including superhero play, can have a positive impact. children to create superheroes from their own imaginative
and creative play rather than from the media.
MS Ed, is assistant professor of community This article shares the experience of a preschool teacher,
and human services and human development at the Central New author Jacqueline Radell, who integrated prosocial super-
York Center of Empire State Coilege, State University of New hero play in her Head Start classroom. She offers strategies
York. Desalyn is a doctoral candidate in child and family studies for implementing prosocial superhero play. Early childhood
at Syracuse University, where she is writing her dissertation on educators can use these strategies to address all aggressive
continuity of care, [Link]-souza@[Link]
behavior, not just superhero play.
Jacqueline Radell. NNEB, is center director and classroom
teacher in a Head Start classroom in Williamstown, New York.
She studied early childhood education in the United Kingdom and
is enrolled in a bachelor's degree program at Empire State Col- Retiiinking superiiero piay
lege, State University of New York. Jacqueline has over 30 years
of experience working with young children, eubeudb@[Link] As a preschool teacher for over 20 years, I have repeat-
Photos courtesy of the authors except as noted. edly banned toy weapons and discouraged superhero play
in my classroom. In my experience such play quickly devel-
1,2,3 ops into aggression and violence.

26 Young Children'My 2011

 With a little bit of optimism and some pessimism,
I decided to introduce superhero play to the
preschoolers in my classroom.

My reconsideration of superhero play was the result of bit of optimism and some pessimism, I decided to introduce
attending a one-day seminar for early childhood profes- superhero play to the preschoolers in my classroom.
sionals at the Empire State College, State University of New
York. The Strong National Museum of Play, in Rochester,
New York, hosted the seminar. The topic, Superheroes and impiementing prosodai superhero piay
Child's Play, focused on the museum's exhibit "American
Comic Book Heroes: The Battle of Good vs. Evil." Museum The seminar was in April, so the children in my class-
education staff led participants and Empire State College room had spent much of the school year practicing social
faculty in sessions, including hands-on experiences using skills and building relationships with peers and teachers
the museum exhibit. before the introduction of superhero play. Timing of the
The American Comic Book Heroes exhibit at the museum introduction is an important factor—it is optimum when
included images of superheroes from the past through the the children show signs of self-regulation and are ready to
present. Clearly, children have engaged in superhero play begin building social skills.
in one form or another for generations. During the seminar, I pondered ways to introduce superhero play in a positive
participants explored the purpose of superhero play for manner. Would noncommercial superheroes, like everyday
young children, the possibilities of intentionally incorporat- people who do good deeds, encourage positive social inter-
ing this type of play in the classroom, and the critical role actions among the children? I decided not to read aloud
of teachers in guiding children's pretend play themes and books or show pictures of superheroes to the children
roles. The seminar encouraged me to think critically about when I introduced the theme. I wanted the play to be "new,"
the role of the teacher in creating learning opportunities. without adding preconceived ideas about superheroes.
Combining superhero play with the characteristics of kind- I began by asking the children informally what superhe-
ness and caring and with negotiation cind problem-solving roes do. They responded that superheroes "save people,"
skills—my primary focus in promoting children's social- "find your pet," "clean your house," "help you," and "save
emotional development—always seemed impossible. But cats, like firefighters do." I asked the children how a super-
although superhero play had never been acceptable in my hero could be identified. They said, "You need a cape,"
classroom, I was willing to give it another try. With a little "We can wear hearts," "a collar," "like a firefighter," "be
invisible," and "'cause we're gonna help kids." We did some
problem solving together about what superheroes do and
look like and discussed the possibilities for our caped
crusaders.
I used circle time to formally introduce superhero play.
For three or four days, the children discussed different
superhero traits during circle time and focused on words
like kind, caring, and helpful. The children responded with
ideas such as "We can help our friends," "clean up toys,"
and "give someone a hug when they are sad." Maybe
because we had gone through many similar guided conver-
sations away from violence and aggression, the children
didn't suggest any negative traits. They brainstormed
unique names for their superheroes and thought about
insignias. I made lists of their ideas: "We can be hearts,"
"a bird saver," "a superhero baby saver," and more.
During a follow-up small group activity, the children
created their individual superhero insignias. I explained
that insignias are a sort of symbol or badge. At first, they
referred to commercial superhero characters like Batman

Young Children'My 2011 27

&ehav\ore> That. StillChaWenqe ChWdren and A d u l t s

and to the stereotypical imagery of the battles against The children reprised their usual dramatic play themes
extreme evil. Using statements such as "We are going to in their superhero roles. They incorporated the beauty
make our own superheroes" and "Let's think up some parlor, doctor's office, post office, coffee shop, and wood-
new names," they were easily guided and encouraged to working bench in their superhero play. The integrated roles
create new themes and roles. The children imaginatively and play themes allowed the children to recreate daily life
decorated paper plates with items from the art shelf. They experiences, role-play, and build ideas about the world by
created their own symbols, using letters from their name seeing it through a different lens.
and shapes and numbers that had personal meaning for The classroom dynamics changed. For example, Megan
them. This task helped them establish the characteristics exclaimed, "That's my house; you are wrecking my house!"
of their superhero persona, transforming them into Cat Angry retorts flew back and forth between Megan and Lydia.
Saver, Super Allison, Green Eyed, Smiley, and Heart Girl, Then Lydia suggested, "Let's build it back just the way it
among others. was, okay?" Tommy said, "I wanna help, 'cause I'm a good
During circle times we talked about safety as well. We fixer." Jack came by carrying a toy hammer to help rebuild
referred to the classroom rules established and posted ear- the house. The level of cooperative play increased, and
lier in the school year: "Hands to our own bodies," "Walking children problem solved without adult interven-
feet," and "Inside voices." I reminded the children that the tion. This surprised me; it was exactly the
classroom was a weapons-free zone, and we reviewed their opposite of what I had anticipated.
ideas about kind, caring, and helpful superheroes. I joined in the children's superhero
Providing open-ended props allowed all the children to play daily and was repeatedly rescued
participate simultaneously. With inexpensive, shiny fabric and saved from terrible catastrophes! It is
in every color available, I quickly and easily fashioned important for teachers to support children
seven superhero capes. I placed a prop box with the capes while maintaining a balance between encourag-
and other materials on the floor near the dramatic play ing cooperative play and refraining from interfer-
area, so that it was visible to the children. The box con- ing unless necessary. I helped the children rephrase
tained equipment intended for both genders, including their complaints, drawing attention to their feelings
toy cell phones, flashlights, sunglasses, goggles, maps, and distress ("You look upset because you want the
magnifying glasses, pencils, pens, notebooks, stickers, phone right now; do you have an idea for how we
binoculars, compasses, crowns, and visors. I introduced can fix this?"), offered ideas for redirection ("Maybe
the props after the children had created their insignias and you could use the other phone to call for help"),
understood the safety guidelines. The children engaged in and reinforced turn taking ("You really want the phone
superhero play throughout free play times and in learning right now; let's ask Megan if you can play with it when she
centers beyond the dramatic play area, including the block is finished"). My role felt no different during superhero play
and computer centers. than during any other classroom play activity.
Allowing the play to proceed in a controlled and nonag-
gressive environment set the tone for the classroom. The
\^ Children's and teacher's children required very little assistance to orchestrate differ-
\ responses to superhero play ent scenarios. Some dressed up and participated in other
I classroom activities—using the computer, exploring the
The children were all very excited about the new sensory table, or creating with play dough—while wearing
classroom props. They embraced the ideas about their superhero attire.
helping, caring, and being kind they had come up Every day, the children resumed their play where
with, and their play was creative, cooperative, and they had left off the day before. Creative superhero play
organized. Both boys and girls actively participated and schemes evolved throughout the week. The children cre-
were aware of each other's needs. They shared capes and ated games that included rescuing kittens, flying around
compromised on cape colors. They negotiated the use of the room, and jumping off big blocks (one block high). A
the big wooden building blocks, which were particularly small group devised a game where they swooped up their
in demand for building houses and castles in which the capes and became invisible. The play in the classroom was
superheroes would reside. The children worked together not aggressive or combative. One of the girls. Bird Saver,
lining up chairs to create cars, snowmobiles, motor- thought out loud, "It's kinda weird when someone who is a
cycles, buses, and helicopters for transportation. They superhero is being mean." The images of superheroes the
used the play plates from the family area as steering children created were nonaggressive and kind.
wheels. When they encountered difficulty with the The children's play was intense yet very prosocial. They
design of a vehicle, they pulled in blankets and pil- used words to negotiate their play mostly without the
lows and emptied toys out of crates and boxes to make assistance of adults. A group of four children acted out the
extra seating to accommodate more children. following play scenario;

28 Young C/i/Wren« July 2011

 Explore possibilities that are in
your comfort zone. Discuss your
ideas with your coteachers so
that impiementing the play is a
team effort.

© Ellen B. .S«-i

children? What are your preconceived ideas about super-

hero play? To incorporate superhero play into your class-
room, explore possibilities that are in your comfort zone.
Discuss your ideas with your coteachers so that imple-
menting the play is a team effort.
Be prepared. Preparation and organization are extremely
Ryan: I'm almost set up.
important. Identify the children's current interests and
Brian: i found the oil. play scenarios. Prepare superhero prop boxes with a vari-
Ryan: Look, I am riding the motorcycle. ety of materials that build on children's interests, such as
Brian: Yeah, me too. flashlights, magnifying glasses, toy cell phones, watches,
binoculars, cameras, colored capes, and hats. Define the
Tommy: I saw you, but I got flipped over—aaahhhhh!
teacher's role in superhero play. Allow yourself time to
Ryan. We're superhero life savers. gather props and to reflect before implementing it.
Luke: Who's with me? Teamwork!
Introduce the new play activity with a positive approach.
Brian: I am the right guy; I'm your fairy godparent. Use group times like circle time to introduce the theme.
Identify superheroes the children are familiar with. Be
prepared for the children to mention violent superheroes.
Reflections and tips for Use this as an opportunity to discuss positive attributes
prosocial superhero play of nonviolent superheroes. Have the children make lists
about what superheroes do, and post them around the
The following are some key strategies for implementing classroom. Provide art materials for children to draw
prosocial superhero play that limits aggressive behavior: representations of their superhero. Unveil the prop boxes
Set goals. Where do you want this activity to lead? What during group time, and discuss the creation of new, car-
are the expected learning outcomes for you and/or the ing, helpful superheroes.

Young Children'My 2011 29

Behaviors That StillChaWenge Children and Adults

The teacher's positive approach is paramount.

Children can sense the teacher's confidence in how
well this play will work, setting the tone for the class-
room environment. Hyson (2004) notes that "one of
the reasons that children learn through play may
be that play generally occurs in such a positive
emotional climate, fostering attention, mem-
ory, and creative problem solving" (113).
Establish clear boundaries. Build on the
existing classroom rules that reflect safety
and respect for others, like "Hands to your own
body" and "Walking feet." Through classroom
conversations at circle time, encourage the children to
establish boundaries that will make them feel safe. Identify
and discuss acceptable versus unacceptable parameters
for play. Write down ideas the discussion generates and
post them in the classroom. This allows children to take
ownership of the play and feel a sense of power and con-
trol. After all, this is what superhero play is all about.
Allow for exploration. Now it is time to allow the children
to explore the new type of play. Join in the play and take
on a role that allows them the opportunity to "rescue"
you. Listen closely to their choice of words and pay atten-
tion to their body language as they act out a play sce-
nario. What messages are they sending, and how can you
With guidance and freedom of exploration, children cre-
expand on the messages through your role in the play?
ate their own play and devise imaginative prosocial charac-
Effective teachers allow opportunities for uninterrupted
ters, as I saw for myself.
play and act as facilitator, participant, and guide dur-
ing playtime. Hyson (2004) says, "The emotion-centered
teacher knows that classroom play can help children
Conclusions
learn to monitor, heighten, dampen, redirect, and other-
wise regulate their expressive behavior. Many of the best As a child, I watched the superheroes Batman and Robin
activities allow children to represent their experiences, on television in black and white. I tied my mother's tea
encouraging feelings of efficacy or control" (91). towels around my shoulders and swooped around the yard
Avoid stereotypes. Superhero play does not have to follow performing imaginary feats of heroism. Although the super-
the stereotype of aggressive play with weapons. Introduce heroes of today are depicted in very different ways, with
props and story lines (if the children need your assis- vivid special effects that seem all too real, imaginative play
tance) that are gender neutral and promote cooperative remains an essential part of a child's development.
play. Use children's literature—for example, the Ladybug Dramatic play areas are often too structured and may be
Girl series, by Jacky Davis and David Soman. Watch for preplanned tofitthe theme of the curriculum rather than
releases like The Amazing Adventures of Bumblebee Boy, children's interests and needs (Hyson 2004). Hyson notes
based on a character in the Ladybug Girl books. Display that "these efforts often result in play that, while pleasing
pictures and books around the classroom of boys and to adults and easy to manage, is emotionally flat, allow-
girls engaged in gender-neutral pretend play. ing few opportunities for children to express, experience.

Although the superheroes of today are depicted in

very different ways, with vivid special effects that
seem all too real, imaginative play remains an
essential part of a child's development.
30 Young Children'My 2011
 and construct a genuine understanding of the rich tapes- menting kind, caring, and helpful superhero play, I felt an
try of human emotion" (58). Allowing young children to overwhelming sense of achievement.
explore the possibilities of heroism while feeling safe and
not intimidating others is both healthy and fun. Just as we
provide theme-based play opportunities around grocery References
stores, doctors, and veterinarians, early educators need to
Barnes, H. 2008. "The Value of Superhero Play." Putting Children First 27:
acknowledge and respect the needs of young children to 18-21.
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Before this experience, 1 was unaware that the children in Do?" Early Childhood Education Journal 25 (1): 17-21.
Bodrova, E., & D.J. Leong. 2003. "Chopsticks and Counting Chips: Do
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cial superheroes: tion in an Early Childhood Classroom?" Young Children 58 (3): 10-17.
Boyd, B. 1997. "Teacher Response to Superhero Play: To Ban or Not to
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this (mimics the motion of the cape). Your Curriculum." Texas Child Care 19 (2): 2-8.
Gronlund, G. 1992. "Coping with Ninja Turtle Play in My iOndergarten
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Emotion-Centered Curriculum. 2nd ed. New York: Teachers College Press.
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When a teacher implements a new activity in a classroom [Link]/educ/act/journal/[Link].
of active preschoolers, she may feel uncertain. The experi- Zimmerman. F. 2008. Children's Media Use and Sleep Problems: Issues
ence is like implementing a new music-and-movement activ- and Unanswered Questions. Menlo Park, CA: The Henry J. Kaiser Fam-
ily Foundation.
ity in the hope of inspiring the children to get up and dance
enthusiastically. Either the children joyfully take part in the
dance, or they send a clear message that it was a flop. If the Copyright © 2011 by the National Association for the Education of Young Children.
latter, the educator says to herself, "Never again." In imple- See Permissions and Reprints online at [Link]/yc/permissions.

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